Australian teachers are at the forefront of integrating artificial intelligence into classrooms, surpassing their global counterparts, according to a new international survey. The OECD’s latest Teaching and Learning International Survey (TALIS) highlights that while Australian educators are embracing AI, they are also experiencing significant stress and feel inadequately trained in managing student behavior.
The survey, which includes responses from 280,000 teachers across 55 education systems worldwide, provides a comprehensive look at the current state of teaching in Australia. It reveals that about two-thirds (66%) of lower secondary teachers in Australia have used AI in the past year, ranking the country fourth within the OECD, well above the average of 36%.
Understanding the TALIS Survey
The Teaching and Learning International Survey, known as TALIS, is a large-scale survey conducted periodically to assess the experiences and practices of teachers globally. This fourth iteration of TALIS, the first since 2018, focuses on primary and lower secondary school teachers, typically up to Year 10 in Australia.
Amid ongoing debates about AI’s role in education, the survey sheds light on how Australian teachers are leveraging this technology. The most common uses include brainstorming lesson plans and summarizing content, with 71% of AI-using teachers engaging in these activities. However, Australian teachers show reluctance in using AI for reviewing student performance data and assessing student work, indicating concerns about privacy and the importance of professional judgment.
Teacher Stress and Wellbeing
The survey also highlights a troubling rise in stress levels among Australian teachers. Australia ranks third among OECD countries for teacher stress, a significant leap from 15th in 2018. Among lower secondary teachers, 34% report experiencing frequent stress at work, compared to 19% across the OECD.
The primary stressors identified include excessive administrative tasks, heavy marking loads, and the pressure of adapting to curriculum changes. These findings align with broader research indicating a decline in professional satisfaction among Australian teachers, particularly within the first decade of their careers.
Teacher Education and Training
In response to these challenges, Australian policymakers have increasingly focused on enhancing teacher education programs. A 2023 report mandates that teacher training include topics such as brain learning, teaching methodologies, and classroom management. Despite these efforts, only 50% of Australian teachers feel adequately prepared for managing classroom behavior, compared to 63% across the OECD.
While 70% of Australian teachers rate the overall quality of their university education positively, there is a clear gap in behavior management training. This shortfall is reflected in media reports of teachers struggling with student behavior in classrooms.
Looking Forward
The TALIS survey provides critical insights into the Australian education system during a period of rapid change. It underscores the dual reality of Australian teachers as both pioneers in AI adoption and individuals facing increasing professional stress.
Addressing these issues is a national priority, and further analysis of the survey results can guide efforts to sustain the teaching profession and enhance the quality of education. As Australia continues to lead in AI use, ensuring teacher wellbeing and effective training remains essential for the future of education.
